"Now this is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning."
- Winston Churchill
Though we have come to the end of this Master's program (phew!), I do feel more like it is simply the end of the one journey and the beginning of another. I have been able to work with and learn from so many incredible people through these last eighteen months and I am grateful for it. I feel a great relief that the homework and assignments are coming to a close, but I also feel a sadness because I have enjoyed spending time with the people I have met because of this program and I will miss seeing them as often as we do now.
Today marked the final assignment in the last class, a mock interview with a Central Valley Superintendent. I'll admit that I was both looking forward to this and dreading it. It was a bit nerve wracking sitting in the chairs outside the interview, waiting for my turn. However, as soon as I sat down for the interview, I felt relaxed and ready to begin. I really appreciated the advice and candor I received during the interview. It was much easier and relaxed situation than I had anticipated. It allowed me to both feel the pressure of an interview for an administrative position, but also support in his feedback and comments. It was a very valuable experience and one that will definitely stick with me.
Finishing up this program has led me to reflect on everything that I have learned and accomplished, and all that is still out there. I have enjoyed the journey, even if it was ridiculously overwhelming at times. I want to show special appreciation for:
- The Sanger Cohort: I've built valuable relationships with a fantastic group of people - brilliant leaders and incredible educators. I've also appreciated the feedback from my blog group - thanks!
- Thought-provoking assignments: From the Education Platform to our very first assignment regarding our views of diversity, the assignments in this program have resulted in me becoming much more reflective.
- Great new books on the shelf: Though I can't speak for everyone, or for every book, there were a number I enjoyed quite a bit: The Speed of Trust and Leadership Connectors especially.
- Supportive professors: The professors in the program both supported and challenged us. Thank you, especially, to Dr. Buster and Dr. Wise.
So....while this may be the end of one chapter, it's most certainly the beginning of another....though I can't wait for a nice three week break in the mean time :)
- Katie Hirstein
Monday, December 12, 2011
Monday, December 5, 2011
This is the end (almost!)
With two of the last assignments turned in to my final course in this Master's program, the end is getting more and more tangible. The last few weeks have passed in a blur, and I can't wait I am able to relax and breathe. We have a final activity - a simulation interview that I am both nervous and excited for. Then, that's all. 18 months have seemed to both stretch on forever and pass by in the blink of an eye.
Two of the final assignments for EAD 269 were a Growth Plan and the Capstone Paper. The growth plan was interesting to consider. I found it hard, at first, thinking of specific areas I want to grow in within the scope of leadership and administration. I continued to think of myself as a teacher, until I began to think of roles and responsibilities that I have now as a teacher that also lend themselves to leadership and administration. I focused on building my capacity as an instructional coach, first within the scope of my grade level PLC and then, perhaps, extending to others. It was beneficial to be able to develop specific steps with a goal in mind.
The Capstone Paper was quite a culminating exercise. It brought back everything we have talked about in the course by looking the lens of current reality vs. desired reality. The ability to reflect on the changes we'd like to see at our school and how to go about making those changes was really a helpful task.
The courses in this program have taught me much about the importance of a strong self of self, especially in terms of intent, integrity, capabilities, and results. I believe the amount of self-reflection that I have participated in, as well as practicing and honing the skills needed to build trust, have helped me to become a true leader. While I may not have all the experience that I'd like, I do feel that I ready to embark on this journey.
Here goes nothing!
Two of the final assignments for EAD 269 were a Growth Plan and the Capstone Paper. The growth plan was interesting to consider. I found it hard, at first, thinking of specific areas I want to grow in within the scope of leadership and administration. I continued to think of myself as a teacher, until I began to think of roles and responsibilities that I have now as a teacher that also lend themselves to leadership and administration. I focused on building my capacity as an instructional coach, first within the scope of my grade level PLC and then, perhaps, extending to others. It was beneficial to be able to develop specific steps with a goal in mind.
The Capstone Paper was quite a culminating exercise. It brought back everything we have talked about in the course by looking the lens of current reality vs. desired reality. The ability to reflect on the changes we'd like to see at our school and how to go about making those changes was really a helpful task.
The courses in this program have taught me much about the importance of a strong self of self, especially in terms of intent, integrity, capabilities, and results. I believe the amount of self-reflection that I have participated in, as well as practicing and honing the skills needed to build trust, have helped me to become a true leader. While I may not have all the experience that I'd like, I do feel that I ready to embark on this journey.
Here goes nothing!
Monday, November 14, 2011
Money, Money, Money....MONEY!
Our most recent assignment was to meet with our administrator in order to discuss the ever important, and every confusing - the BUDGET! I was able to meet with the principal and my elementary school and we discussed how the budget and funding is dealt with at our school.
At the beginning of our discussion, my principal expressed that I was lucky to be able to talk to someone about this before becoming an administrator. She described her confusion when she was first hired because she had no idea how to balance or control a school budget, in fact never having seen one in use. It was interesting to look what is refferred to as the "Blue Streak Budget Report" (due to there being a large blue streak down the side, indicated the funding that is still available). I was able to see the various funding sources that put money into the site budget, be they federal funds, categorical funds, or grants and donations. It was clear, both from our face-to-face class meeting and this interview, that budgets and funding is not a simple thing, nor one where mistakes can be made.
We discussed how each budget was used and who made the decisions. On the whole, decisions regarding budgets and funding are made based on 2 things: the School Site Plan and need. The money should be spent on efforts to close the achievement gap or improve student achievement, whether that is resources, supplies, programs, or people.
I appreciated getting to sit down and talk to my principal about this important, and sometimes overwhelming, issue. It was beneficial to get her perspective on the process and the in's and out's of daily school budgeting. Though I don't feel prepared to handle one myself just yet, I do feel more comfortable with the thought that one day, I WILL be able to.
At the beginning of our discussion, my principal expressed that I was lucky to be able to talk to someone about this before becoming an administrator. She described her confusion when she was first hired because she had no idea how to balance or control a school budget, in fact never having seen one in use. It was interesting to look what is refferred to as the "Blue Streak Budget Report" (due to there being a large blue streak down the side, indicated the funding that is still available). I was able to see the various funding sources that put money into the site budget, be they federal funds, categorical funds, or grants and donations. It was clear, both from our face-to-face class meeting and this interview, that budgets and funding is not a simple thing, nor one where mistakes can be made.
We discussed how each budget was used and who made the decisions. On the whole, decisions regarding budgets and funding are made based on 2 things: the School Site Plan and need. The money should be spent on efforts to close the achievement gap or improve student achievement, whether that is resources, supplies, programs, or people.
I appreciated getting to sit down and talk to my principal about this important, and sometimes overwhelming, issue. It was beneficial to get her perspective on the process and the in's and out's of daily school budgeting. Though I don't feel prepared to handle one myself just yet, I do feel more comfortable with the thought that one day, I WILL be able to.
Sunday, November 6, 2011
Face-to-Face Class Meeting #2 - Reflection of the Weekend
This weekend was our last class meeting of not only the course, but the program itself. It's both exciting and relieving, and I can't wait until this program is complete! Not that I don't enjoy the program, but it is definitely time-consuming.
Our last two class meetings will chock-full of information and experiences that I know will help me become a better, more effective, leader. Friday night was split into two parts: a panel of administrators who specialize in Human Resources and a visit from CADA: California Association of Directors of Activities. The panel of HR administrators was informative and I appreciated how genuine each presenter was. A common theme was that if you had any questions, you shouldn't hesitate to call for advice or guidance. Another trend was that paperwork and documentation is extremely important, but it can also tend to eat up your time. Try to manage your time so that paperwork can be completed while students and teachers aren't around.
The presenters from CADA led many fun activities that were also educational. The activities helped us examine our communication habits and skills. We also learned just how important activities are for students - helping them become connected to the schools. On average students who are involved in co-curricular activities have better attendance and GPAs. They are less likely to become involved in drugs and violence. School activities can and should be encouraged for students in order for them develop life skills and as one person in the group said, "find their niche in this world."
Saturday was full of interesting, but overwhelming (there's that word again...), information regarding school finance and budgeting. It was really educational to hear the background of why school finance is the way it is today. We heard the history regarding some of the things that have impacted school finance the most: Revenue Limits, Prop 13, and Prop 98. It was eye-opening and it gave me a better understanding of the intricacies that go into educational budgets. There weren't as many practical activities as I had anticipated, but it was all useful information.
From this weekend's classes, I definitely feel better prepared for an administrative role. Though, it also seems that the more I learn, the more I find out I have yet to learn. I'm excited for the journey :)
Our last two class meetings will chock-full of information and experiences that I know will help me become a better, more effective, leader. Friday night was split into two parts: a panel of administrators who specialize in Human Resources and a visit from CADA: California Association of Directors of Activities. The panel of HR administrators was informative and I appreciated how genuine each presenter was. A common theme was that if you had any questions, you shouldn't hesitate to call for advice or guidance. Another trend was that paperwork and documentation is extremely important, but it can also tend to eat up your time. Try to manage your time so that paperwork can be completed while students and teachers aren't around.
The presenters from CADA led many fun activities that were also educational. The activities helped us examine our communication habits and skills. We also learned just how important activities are for students - helping them become connected to the schools. On average students who are involved in co-curricular activities have better attendance and GPAs. They are less likely to become involved in drugs and violence. School activities can and should be encouraged for students in order for them develop life skills and as one person in the group said, "find their niche in this world."
Saturday was full of interesting, but overwhelming (there's that word again...), information regarding school finance and budgeting. It was really educational to hear the background of why school finance is the way it is today. We heard the history regarding some of the things that have impacted school finance the most: Revenue Limits, Prop 13, and Prop 98. It was eye-opening and it gave me a better understanding of the intricacies that go into educational budgets. There weren't as many practical activities as I had anticipated, but it was all useful information.
From this weekend's classes, I definitely feel better prepared for an administrative role. Though, it also seems that the more I learn, the more I find out I have yet to learn. I'm excited for the journey :)
Monday, October 31, 2011
Leadership Connectors: Putting It All Together
When I first began the book Leadership Connectors, I framed it in the sense that these would be great skills to hone for the future, for when I become an administrator. What I didn't realize until a couple of chapters in is that these strategies and skills are useful for everyone. These aren't simply skills that a leader needs, or that an administrator needs. These are life skills that everyone need in order to build relationships, both personal and professional.
The six keys to building relationships are not isolated skills only to be practiced and utilized within the walls of a school or business. They are the tools and raw materials to be used when you are building the foundation for relationships. The authors highlighted each "connector" using a story of an administrator named Jeff as he enjoys his retirement dinner after 35 years working in schools. He reflects on his own experiences both before and during the dinner, aided by the stories told by people with whom he's worked. It's a motivating story, an experience I hope to have many years from now. It's both exciting and nerve-wracking to think of stepping into the arena of administration, but I do look forward to it.
To recap, the six keys, or leadership connectors, are:
PS: If you know me at all, you know I'm just dying to draw some sort of graphic organizer or diagram to display these six keys in a fun way. I'm sure you can picture it :)
The six keys to building relationships are not isolated skills only to be practiced and utilized within the walls of a school or business. They are the tools and raw materials to be used when you are building the foundation for relationships. The authors highlighted each "connector" using a story of an administrator named Jeff as he enjoys his retirement dinner after 35 years working in schools. He reflects on his own experiences both before and during the dinner, aided by the stories told by people with whom he's worked. It's a motivating story, an experience I hope to have many years from now. It's both exciting and nerve-wracking to think of stepping into the arena of administration, but I do look forward to it.
To recap, the six keys, or leadership connectors, are:
- Communication
- Support
- Safety
- Competence
- Continuous Renewal
- Trust
PS: If you know me at all, you know I'm just dying to draw some sort of graphic organizer or diagram to display these six keys in a fun way. I'm sure you can picture it :)
Monday, October 24, 2011
Face-to-Face Class Meeting: Reflection
This past weekend's cohort meetings were informative, overwhelming, interesting, and...overwhelming again!
We started with a presentation about school law on Friday. It was mentioned several times by both the speaker and professors how we are entering into quite a different era of education than has ever been seen before. With today's technology, school law is that much more complicated. The presentation was incredibly informative, but, while I am still in the classroom, I hope I will not have to deal with some of the legal issues that were discussed until I am in administration. With that being said, it was really helpful to hear the presentation and, especially, be given the presentation in the handbook to refer to later. It was interesting to play "Stump the Lawyer" with various issues that have come up in school regarding: search and seizure, personnel issues, and more.
On Saturday, the day was broken into four segments. The first was focused on meeting management, where we discussed and participating in several activities that will help us all run more effective and collaborative meetings. I thought the discussions regarding planning the agenda and thinking about the process by which to accomplish goals at the meeting were very useful.
The second part of the day was quite interesting, but incredibly overwhelming. Dr. Kevin Torosian, supervisor of Child Welfare and Services in Central Unified came out to talk to us all about student discipline, our role in the procedures of suspensions and expulsions, and the Ed. Code. While it was A LOT of information, I really liked how Dr. Torosian presented it. He was direct, to the point, and very inspiring. One metaphor that I feel is worth repeating is how working with student discipline can often be like being a mediocre golfer. You don't make most of the shots, sometimes you hit it in the rough, or lose the ball entirely. However, every once in a while, you hit a shot that is just beautiful and the feeling that it gives you is enough to make you want to continue golfing. Working in education, especially in student discipline, you won't be able to reach every student all of the time. But, every so often, you will help a student change their life for the better, and that feeling will inspire you to continue. I really appreciated Dr. Torosian's perspectives and insight.
The next two parts of the training dealt with change/motion leadership and dealing with personnel issues using the FRISK model. Both of these were incredibly informative and I think will have real life application, both now as a teacher leader and when I become an administrator. Not that I'll be sending a FRISK letter to a fellow teacher anytime soon ;)
While I wouldn't have necessarily have chosen to spend about eight hours in class over the weekend, I was glad that it was well worth our time as a cohort. It was a TON of information, but all very relevant to our journey as leaders and administrators.
We started with a presentation about school law on Friday. It was mentioned several times by both the speaker and professors how we are entering into quite a different era of education than has ever been seen before. With today's technology, school law is that much more complicated. The presentation was incredibly informative, but, while I am still in the classroom, I hope I will not have to deal with some of the legal issues that were discussed until I am in administration. With that being said, it was really helpful to hear the presentation and, especially, be given the presentation in the handbook to refer to later. It was interesting to play "Stump the Lawyer" with various issues that have come up in school regarding: search and seizure, personnel issues, and more.
On Saturday, the day was broken into four segments. The first was focused on meeting management, where we discussed and participating in several activities that will help us all run more effective and collaborative meetings. I thought the discussions regarding planning the agenda and thinking about the process by which to accomplish goals at the meeting were very useful.
The second part of the day was quite interesting, but incredibly overwhelming. Dr. Kevin Torosian, supervisor of Child Welfare and Services in Central Unified came out to talk to us all about student discipline, our role in the procedures of suspensions and expulsions, and the Ed. Code. While it was A LOT of information, I really liked how Dr. Torosian presented it. He was direct, to the point, and very inspiring. One metaphor that I feel is worth repeating is how working with student discipline can often be like being a mediocre golfer. You don't make most of the shots, sometimes you hit it in the rough, or lose the ball entirely. However, every once in a while, you hit a shot that is just beautiful and the feeling that it gives you is enough to make you want to continue golfing. Working in education, especially in student discipline, you won't be able to reach every student all of the time. But, every so often, you will help a student change their life for the better, and that feeling will inspire you to continue. I really appreciated Dr. Torosian's perspectives and insight.
The next two parts of the training dealt with change/motion leadership and dealing with personnel issues using the FRISK model. Both of these were incredibly informative and I think will have real life application, both now as a teacher leader and when I become an administrator. Not that I'll be sending a FRISK letter to a fellow teacher anytime soon ;)
While I wouldn't have necessarily have chosen to spend about eight hours in class over the weekend, I was glad that it was well worth our time as a cohort. It was a TON of information, but all very relevant to our journey as leaders and administrators.
Sunday, October 16, 2011
Leadership Connectors - Trust
Since I started this book, I've been waiting for a chapter all about trust. It makes sense, now, why this chapter followed all of the others. In order for a leader to be a person that people trust in, they must exhibit all of the other Leadership Connectors: communication, support, safety, competence, and continuous renewal. Without those, you will not be a leader that inspires or extends trust.
In several of the courses I've taken for my Master's, several of the professors have described Trust as a bank account. It takes a while to build up a balance of trust, small deposits now and again and eventually you'll have a solid level of trust. However, all of that trust can be withdrawn with, as the book describes, "just a word, just a sentence, or in one action." (p. 121).
This chapter also, not surprisingly, reminded me of the book The Speed of Trust by Stephen M.R. Covey. In the book, Covey describes the four cores of trust: integrity, intent, capabilities, and results. Throughout this chapter, I saw an echo of the effect that our thoughts, words, actions, and reactions can have on trust. I appreciated this chapter, because, as was mentioned, without trust, a leader cannot hope to be successful.
Some of the key learnings from this chapter that bear repeating:
In several of the courses I've taken for my Master's, several of the professors have described Trust as a bank account. It takes a while to build up a balance of trust, small deposits now and again and eventually you'll have a solid level of trust. However, all of that trust can be withdrawn with, as the book describes, "just a word, just a sentence, or in one action." (p. 121).
This chapter also, not surprisingly, reminded me of the book The Speed of Trust by Stephen M.R. Covey. In the book, Covey describes the four cores of trust: integrity, intent, capabilities, and results. Throughout this chapter, I saw an echo of the effect that our thoughts, words, actions, and reactions can have on trust. I appreciated this chapter, because, as was mentioned, without trust, a leader cannot hope to be successful.
Some of the key learnings from this chapter that bear repeating:
- You don't have to like or agree with everyone, but you have to respect everyone.
- Say what you mean and mean what you say. Talk the talk AND walk the walk.
- "If you don't have anything nice to say, don't say anything at all."
- Avoid gossip! Even seemingly harmless gossip.
- Value others and play to their strengths. This shows you know them well enough to know their strengths and it allows for teamwork.
- Never lie. Just don't do it. It's more work and never ends well. "No comment" is an acceptable thing to say.
- A "perceived betrayal" is as damaging to trust as an actual betrayal.
- If you make a mistake, own it, apologize for it, and then do NOT make the same mistake again.
Monday, October 10, 2011
Leadership Connectors - Continuous Renewal
I've appreciated all of the chapters in Leadership Connectors so far, but this one really resonated with me. This chapter was all about how, as leaders, we have to be aware of and make an effort to build relationships. However, while the rest of the book has been more concerned with the relationships that are built with staff, teachers, parents, and students, this chapter focused on the relationship you build with yourself - your mind, body, and soul.
It's incredibly important as a leader to take care of the people at their school, but it's even more important to take care of yourself. You can't do your job unless you're healthy - both physically and mentally. There were some great tips in this chapter, all of which combine to give everyone a "playbook" to use.
Here were the key learnings that I picked up from this chapter:
It's incredibly important as a leader to take care of the people at their school, but it's even more important to take care of yourself. You can't do your job unless you're healthy - both physically and mentally. There were some great tips in this chapter, all of which combine to give everyone a "playbook" to use.
Here were the key learnings that I picked up from this chapter:
- Pick your battles - Prioritize and keep your emotions in check. Do you really need to start a battle with the students who are a little loud in the cafeteria at lunch time? I found this part really important for teachers who are in the classroom still. If you don't learn how to pick your battles, you will spend far too much time putting out fires and dealing with small, annoying behaviors. Focus on the issues that truly need to be dealt with.
- REFLECT, REFLECT, REFLECT! - Learn from your actions and words, don't make the same mistakes. In order to make sure that you don't let your emotions get to you, you have to understand your emotions.
- Be proactive, not reactive!
- Know thyself! - Identify what makes you happy and surround yourself with it, Figure out what pushes your buttons and avoid it, Take a walk, Be conscious of your attitude - it's contagious.
- Don't overlook the importance of friends, family, and taking time for both. They are your support and your job, no matter how fulfilling or prestigious, cannot fill the hole that a lack of support would leave.
- Find a balance - no one can do it all. Organize and prioritize so that you can be effective and efficient. Manage your time and make a daily routine, leaving enough time for both work, family, and play. You'll burn out quickly if you don't develop this balance. Some ideas: keep your office clean and organized, enlist the help of assistants and colleagues to develop systems, focus on teaching and learning, not spending time putting out fires.
- Don't underestimate the value of your HEALTH. You can't be the person either your family or your job needs if you don't have your health. Exercise, eat well, and be aware of the messages your body sends you.
Monday, October 3, 2011
Leadership Connectors - Competence
The phrase "fake it til you make it" is often uttered when people enter into a new position or situation. However, faking it can only take you so far. As discussed in Leadership Connectors, competence is something that can't be faked, though it can make or break a leadership role.
Competence is not knowing everything. Competence is being able to balance the knowledge you already have and the ability to gain more knowledge. Instead of claiming to know it all, it's best to know knowledgeable people that can help you learn what you don't know. While for a new leader, you might be tempted to come across as overly competent, that can actually work against you. It can create a divide between you and your staff, mainly due to what some might consider a big ego.
In order to add to your knowledge base, it's imperative to observe and reflect. We all make mistakes, but it's important to be able to learn from them and keep from making them again. We can learn learn from those around us - our peers leaders, teacher leaders, students, parents, community members, and all staff.
I think the greatest learnings from this chapter surround what we as leaders really do need to know:
Competence is not knowing everything. Competence is being able to balance the knowledge you already have and the ability to gain more knowledge. Instead of claiming to know it all, it's best to know knowledgeable people that can help you learn what you don't know. While for a new leader, you might be tempted to come across as overly competent, that can actually work against you. It can create a divide between you and your staff, mainly due to what some might consider a big ego.
In order to add to your knowledge base, it's imperative to observe and reflect. We all make mistakes, but it's important to be able to learn from them and keep from making them again. We can learn learn from those around us - our peers leaders, teacher leaders, students, parents, community members, and all staff.
I think the greatest learnings from this chapter surround what we as leaders really do need to know:
- social/emotional intelligence - to communicate effectively and build relationships
- communication skills - in all means of communication, newsletters, emails, meetings
- reflection - identify and learn from your mistakes and successes
- kindness/respect
- knowledge of learning theory and teaching methodology - you must be an instructional leader
- organization/prioritization - good leaders orchestrate, not manipulate
- systematic thinking - school sites are systems full of classrooms and people who impact each other
- shared vision - work collaboratively with others and make sure that every decision that is made is in keeping with your collective vision
- humility - give credit to others when it's due, be genuine
Monday, September 26, 2011
Leadership Connectors - Safety
When I first approached this chapter in Leadership Connectors, I assumed the bulk would be regarding student safety, legal, and liability issues. While there was some discussion on these topics, I was surprised by the fact that the chapter covered much more than what I had first considered to fall under the heading of safety.
This chapter promoted the fact that all people perform and feel better when they needs for safety are met. However, it is not just the physical environment that might make a person feel safe or unsafe. Safety can come in the form of feeling physically, emotionally, and psychologically safe. Once we have the basic need of safety met, our energy can be moved towards accomplishing other goals.
The first year I taught at my current school, I can admit that I did not start out with the right frame of mind. I had been moved from a school that I enjoyed and felt comfortable teaching at, to be in a new grade level with people I'd never met. While the year started out fine, I was nervous about my place in this new school and how the administration perceived me.
At the Winter Program that year, there was an event that cemented in my mind how important it was to feel safe and supported at school. Since I was new to the school, I did not have many relationships with the families that attended, nor had I been to a Winter Program put on by this school. I wasn't sure of the traditions, so I already felt a bit out of place. During the evening, an incident occurred when I asked a parent to step away from the stage and find their seats so that the show may begin (after the principal had already made a similar announcement that the parent had not listened to.) I didn't think much of it until later in the evening, the same parent came up to me and began verbally accosting me, including ridiculing my appearance and demeaning my ability to teach, all the while in front of my students. I had never met nor talked to this parent before and I was, for lack of a better word, speechless. I continued to walk the students to the room where they'd be picked up by their parents and she followed, continuing her rant.
That night, I wrote an email to my principal, more from the position that I was scared this parent would immediately go to her about something I had done. The next day, my principal called me in to talk to her, apologized for what I had gone through and assured me that the matter would not be swept under the rug. Later that morning, a district administrator came to my classroom, also apologizing and assuring me that he would not let "our teachers be treated that way." I immediately felt incredibly supported and emotionally safe within the school culture. While I regretted ever having to deal with the situation, the way that my principal and the district administration handled it uplifted my spirits. I knew they "had my back" and I appreciate it still to this day.
Some other key learnings form this chapter:
This chapter promoted the fact that all people perform and feel better when they needs for safety are met. However, it is not just the physical environment that might make a person feel safe or unsafe. Safety can come in the form of feeling physically, emotionally, and psychologically safe. Once we have the basic need of safety met, our energy can be moved towards accomplishing other goals.
The first year I taught at my current school, I can admit that I did not start out with the right frame of mind. I had been moved from a school that I enjoyed and felt comfortable teaching at, to be in a new grade level with people I'd never met. While the year started out fine, I was nervous about my place in this new school and how the administration perceived me.
At the Winter Program that year, there was an event that cemented in my mind how important it was to feel safe and supported at school. Since I was new to the school, I did not have many relationships with the families that attended, nor had I been to a Winter Program put on by this school. I wasn't sure of the traditions, so I already felt a bit out of place. During the evening, an incident occurred when I asked a parent to step away from the stage and find their seats so that the show may begin (after the principal had already made a similar announcement that the parent had not listened to.) I didn't think much of it until later in the evening, the same parent came up to me and began verbally accosting me, including ridiculing my appearance and demeaning my ability to teach, all the while in front of my students. I had never met nor talked to this parent before and I was, for lack of a better word, speechless. I continued to walk the students to the room where they'd be picked up by their parents and she followed, continuing her rant.
That night, I wrote an email to my principal, more from the position that I was scared this parent would immediately go to her about something I had done. The next day, my principal called me in to talk to her, apologized for what I had gone through and assured me that the matter would not be swept under the rug. Later that morning, a district administrator came to my classroom, also apologizing and assuring me that he would not let "our teachers be treated that way." I immediately felt incredibly supported and emotionally safe within the school culture. While I regretted ever having to deal with the situation, the way that my principal and the district administration handled it uplifted my spirits. I knew they "had my back" and I appreciate it still to this day.
Some other key learnings form this chapter:
- Bullies can be anyone: students, parents, teachers, administrators, even YOU! Pay attention to the dynamics within your school culture to make sure that your words and actions are not condoning (either tacitly or outright) bullying behavior.
- While it's important to try to be flexible and adapt to the situations that education can bring, it is important to work with routines and procedures. While every day might not follow the same procedure, having those routines will make unusual or special days (Jog-a-Thon, Read Across America, picture day, textbook barcoding day) less chaotic.
- While surprises occur and mistakes are made, try to stay on top of them and inform the correct people.
- Take time for yourself! Find ways that you like to relax and don't feel guilty about partaking in them. The work will be there tomorrow and the day after that - prioritize and compartmentalize.
Monday, September 19, 2011
Leadership Connectors - Support
While I read the second chapter of Leadership Connectors regarding the topic of support, I was transported back to my first year as a teacher. I remember walking into a classroom and being greeted by an interesting scene. There was a hodgepodge of desks (some falling apart), bookshelves full of books and binders that were probably over 30 years old, no blinds over the large windows, and spider webs in the corners of the classroom. Though the teacher who inhabited the room before I did had generously left classroom supplies for me to use, I was definitely nervous about how and when I'd get the supplies and furniture I'd need for my students. However, within a week or so, there were brand new desks, two metal cabinets to be used for storage, and a catalog for school supplies with a purchase order that would more than cover any supplies I would need. Suffice to say, I felt very supported as a brand new teacher and that allowed me to focus not on supplies or needs, but rather on curriculum and student learning.
As a leader, it should be a top priority to show the staff and students at your school site that you support them. Within the school culture, a united vision can only be achieved when all aspects of the school are working together. A team won't feel up to working together if their basic needs aren't being met by other members of the team. The authors of Leadership Connectors put it well, "Effective leaders need people. Effective leaders can't do the job alone." People are much more apt to want to work for leaders who show them respect, have clear communication skills, and support them in their daily work.
While reading this chapter, I looked at it through the lens of being a teacher. Teaching every day, I definitely have an idea as to the type of leadership that I feel supported by - leaders who are visible, willing, and able to help. However, I want to be able to transfer the knowledge that I have now into becoming a more effective leader.
Some of the most significant insights that I took away from this chapter were:
As a leader, it should be a top priority to show the staff and students at your school site that you support them. Within the school culture, a united vision can only be achieved when all aspects of the school are working together. A team won't feel up to working together if their basic needs aren't being met by other members of the team. The authors of Leadership Connectors put it well, "Effective leaders need people. Effective leaders can't do the job alone." People are much more apt to want to work for leaders who show them respect, have clear communication skills, and support them in their daily work.
While reading this chapter, I looked at it through the lens of being a teacher. Teaching every day, I definitely have an idea as to the type of leadership that I feel supported by - leaders who are visible, willing, and able to help. However, I want to be able to transfer the knowledge that I have now into becoming a more effective leader.
Some of the most significant insights that I took away from this chapter were:
- Support can come in a variety of forms - financial, personnel, emotional, educational, etc.
- Visibility is influence.
- "Outstanding leaders demonstrate respect first even if some of the faculty don't look like them, act like them, dress like them, or think like them."
- Support is mutually provided.
- New teachers need support, but so do veteran teachers.
Sunday, September 11, 2011
Communication is Key
In each course we have taken thus far, we have heard many different perspectives on what makes a leader. No matter the professor or the book, the value and importance of communication has been clear.
In Leadership Connectors, the authors (Hensley & Burmeister, 2009) give clear evidence for the need for effective communication, stating that "attention to clear communication across the school culture is a critical element of successful school leadership" (pg. 2). Several anecdotes serve as evidence for how communication is not simply what you say, but it's how you say it and the intent with which you deliver the message. I was reminded of Stephen M.R. Covey's book The Speed of Trust, where he describes that without having your integrity and intent in line with your actions, you will not be seen as a trustworthy person. A leader can talk all they want about how, for example, teacher input is valued, but without their actions following up to show those around them the ways in which they seek teacher input or put teacher input to work, all their words will mean little to nothing.
In the same way that everything you say and do communicates your values to those around you, what you don't say or do also demonstrates what is important to you. If, for example, you allow a staff member to consistently violate group norms at a staff meeting without consequence, you show that you do not value norms.
One section of the chapter that jumped out at me was the focus on written communication. Unfortunately, I am one of those people who find themselves judging others based on poor punctuation or misspellings, as petty as that seems. Therefore, I will be especially mindful of any written communication I send out, whether it is to parents, community, or staff.
Some other key learnings:
- Good communication is not one size fits all. A private congratulations to one teacher might be better than an announcement over the loudspeaker.
- Good communication needs to be practiced for any and all who you come into contact with: parents, bus drivers, cafeteria workers, maintenance department, community members, etc.
- Be humble, open, and honest. Use, don't abuse, your sense of humor.
- "Framing" a situation with positive communication can work wonders to avoid problems.
- Group pitfalls like "group think" can become detrimental to clear communication.
- Consensus building takes time, but it's worth it.
I'm looking forward to reading more in Leadership Connectors and hope to mesh it all together to add to my Leadership Toolkit.
In Leadership Connectors, the authors (Hensley & Burmeister, 2009) give clear evidence for the need for effective communication, stating that "attention to clear communication across the school culture is a critical element of successful school leadership" (pg. 2). Several anecdotes serve as evidence for how communication is not simply what you say, but it's how you say it and the intent with which you deliver the message. I was reminded of Stephen M.R. Covey's book The Speed of Trust, where he describes that without having your integrity and intent in line with your actions, you will not be seen as a trustworthy person. A leader can talk all they want about how, for example, teacher input is valued, but without their actions following up to show those around them the ways in which they seek teacher input or put teacher input to work, all their words will mean little to nothing.
In the same way that everything you say and do communicates your values to those around you, what you don't say or do also demonstrates what is important to you. If, for example, you allow a staff member to consistently violate group norms at a staff meeting without consequence, you show that you do not value norms.
One section of the chapter that jumped out at me was the focus on written communication. Unfortunately, I am one of those people who find themselves judging others based on poor punctuation or misspellings, as petty as that seems. Therefore, I will be especially mindful of any written communication I send out, whether it is to parents, community, or staff.
Some other key learnings:
- Good communication is not one size fits all. A private congratulations to one teacher might be better than an announcement over the loudspeaker.
- Good communication needs to be practiced for any and all who you come into contact with: parents, bus drivers, cafeteria workers, maintenance department, community members, etc.
- Be humble, open, and honest. Use, don't abuse, your sense of humor.
- "Framing" a situation with positive communication can work wonders to avoid problems.
- Group pitfalls like "group think" can become detrimental to clear communication.
- Consensus building takes time, but it's worth it.
I'm looking forward to reading more in Leadership Connectors and hope to mesh it all together to add to my Leadership Toolkit.
Monday, September 5, 2011
Reflecting on Drive
At our first face-to-face class meeting, we discussed several aspects of site-based leadership. One topic was that of motivation and drive, and how we hope to push the members of our site to do their bests.
The following is my reflection after I watched the RSAnimate video Drive, adapted from Daniel Pink's talk at the RSA (link at the end of the post.)
The following is my reflection after I watched the RSAnimate video Drive, adapted from Daniel Pink's talk at the RSA (link at the end of the post.)
There will always be things that people need and what they want. In regards to motivation, there can be a disparity between these, resulting in a battle between what drives people. What I hope to achieve as a leader is to mesh what people need to do their job with what they want to do. I would like to be able to provide the support so that people’s immediate needs are met and they feel able to do their job in the way that they want, within reason. Autonomy and self direction are valuable things, but within the field of education, it can’t be anything goes. I hope to achieve a level of loose-tight leadership, ensuring boundaries and goals are universally defined, but motivating people to be creative in the way they accomplish our team goals and their personal goals. Motivation to one might be a personal conversation, while to another person it might be praise at a staff meeting. I want to be a leader who gets to know their staff, individually and as a cohesive group and find out what motivates them. I aim to lead by example, showing those around me what motivates me, passion and purpose.
Enjoy the video!
Monday, August 15, 2011
Welcome :)
Hello and welcome to my little (very little...) piece of the internet. I started this blog as an assignment for my final semester in the Master's program for Administration and Educational Leadership at Fresno State. The course, EAD 269, centers on Site Based Leadership, and I'm looking forward to it.
I'm currently a third grade teacher at a school in Sanger Unified. This is my fifth year in the classroom and I couldn't ask for a job better suited to my goals in life right now. However, in the future, I hope to make the leap from inside the classroom to out of it, working on the system instead of in the system (wise words from Dr. Buster.)
I hope to continue the journey that started last year when I joined the Master's cohort and finish up this December. Only 2 more classes and 1 project to go - sounds so manageable in those small numbers.
Here's to a great semester!
- Katie Hirstein
I'm currently a third grade teacher at a school in Sanger Unified. This is my fifth year in the classroom and I couldn't ask for a job better suited to my goals in life right now. However, in the future, I hope to make the leap from inside the classroom to out of it, working on the system instead of in the system (wise words from Dr. Buster.)
I hope to continue the journey that started last year when I joined the Master's cohort and finish up this December. Only 2 more classes and 1 project to go - sounds so manageable in those small numbers.
Here's to a great semester!
- Katie Hirstein
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